This paper is a progress report on the findings of a research project currently being undertaken with fifteen teachers. The project is using a triangulated approach to understand the pedagogical reasoning to use Information Communication and Technology (ICT) in the classroom. Data is collected from video stimulated interviews, concept maps and access to a teacher's SMART Classrooms Professional Development Framework - Digital Pedagogical License (DPL). This paper reports the first stage of analysis completed on four teachers' DPL's. These DPL's provide rich descriptions of a teacher's professional values, relationships, knowledge and practice with using ICT. The aim of this study is to understand how teachers reason with ICT. These DPL's were reviewed using Shulman's Model of Pedagogical Reasoning and Action (1986, 1987b) as a lens. Findings indicate there is evidence of pedagogical reasoning with ICT embedded in the portfolios of these four experienced teachers.